Digital tools and networks have become the new rites of passage in identity construction for learning attainment and inculcate sustained engagement through a distributed network apprenticeship model and software that is flattening and connecting society.
Sustaining motivation and engagement are essential in the development of mastery and expertise in subject matter areas; and engagement is more than time on task. Dubbels (2009) found that identity construction is an essential aspect of learning, and for young people, identity and status has traditionally been assigned through communal rites or passage, where individuals pass through a threshold-- what van Gennep (196*) called Liminality. The importance of this process is that learning in a community has changed, where young people can now find their communities distributed across vast digital communication networks as well as centralized in software designed to develop skills and competence. The concept of community has changed with the end of limitations like space and time, and with the emergence of digital tools and communications as expert systems for training. The identity construction process is similar to traditional cultural rites, in that it relies heavily upon play, leading to work. We learn to become that person who has a skill set and access to a domain of knowledge, and in order for that learning to become a part of the individual, and avoid extinction, it is reinforced through social networks. This chapter explores the role of the World Wide Web in identity construction and social networks through knowledge and identity and the role of digital media and tools learning and sustaining engagement.
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Dubbels
Brock R.
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Engagement 2.0, identity and digital rites of practice
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Digital tools and networks have become the new rites of passage in identity construction for learning attainment and inculcate sustained engagement through a distributed network apprenticeship model and software that is flattening and connecting society.
Chapter Abstracts (entire directory)
Abstract
Sustaining motivation and engagement are essential in the development of mastery and expertise in subject matter areas; and engagement is more than time on task. Dubbels (2009) found that identity construction is an essential aspect of learning, and for young people, identity and status has traditionally been assigned through communal rites or passage, where individuals pass through a threshold-- what van Gennep (196*) called Liminality. The importance of this process is that learning in a community has changed, where young people can now find their communities distributed across vast digital communication networks as well as centralized in software designed to develop skills and competence. The concept of community has changed with the end of limitations like space and time, and with the emergence of digital tools and communications as expert systems for training. The identity construction process is similar to traditional cultural rites, in that it relies heavily upon play, leading to work. We learn to become that person who has a skill set and access to a domain of knowledge, and in order for that learning to become a part of the individual, and avoid extinction, it is reinforced through social networks. This chapter explores the role of the World Wide Web in identity construction and social networks through knowledge and identity and the role of digital media and tools learning and sustaining engagement.Contributors
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Created: Jul 5, 2009 7:58 am
Last revised by: ltdproject on: Jul 6, 2009 6:26 pm (UTC)
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